The evaluation and analysis of the school district’s Student Information System (SIS) completed for EDLD 5362 Information Systems Management provided me with exposure to details regarding costs including reoccurring and ongoing costs, features of the software, Texas-specific functionality, ease of use and reporting, customer support, and initial as well as ongoing software training. This assignment provided an opportunity for hands-on exploration with a real-world example of information technology (IT) core concepts and management, IT operations as they relate to information systems management, use of information systems in educational administration. Upon completing the assignment, students are able to identify and discuss information systems tools and applications used in educational environments. This assignment thoroughly illustrates Technology Facilitation and Leadership (TF/TL) Standard VII Procedures, Policies, Planning, and Budgeting for Technology Environments. Standard VII states: “Educational technology leaders coordinate development and direct implementation of technology infrastructure procedures, policies, plans, and budgets for PK-12 schools” (Williamson & Redish, p. 165).
According to the district Student Information System (SIS) manager, the SIS purchased by our district had an initial cost of $394,954. This amount includes software license, maintenance, support, conversion, training and implementation. The system costs the district $62,288 each year for years two (2) through five (5) for maintenance and updates. Training above and beyond normal training for enhancements to the product is at an additional cost. The reoccurring costs are not higher each year for the district support and software maintenance of existing licenses. However, an additional cost is necessary for additional software licenses (as a new school is opened a new license is needed) which is a normal start up cost.
The district SIS serves as a database for all student data for both state and local reporting including report cards, schedules, attendance, etc. The SIS also serves as source data for other software systems in the district such as Food Service, Transportation, Special Education, Library, Textbook, state and local assessments (ie. TAKS, local benchmark testing), etc. The idea that one program serves as source data for many departments in the district is impressive. The SIS has special features which are used for enrollment, grade reporting for report cards and progress reports, state reports, district/campus attendance, scheduling, discipline, transcripts, class rank, teacher gradebook, classroom attendance, Special Populations (ie. Sp. Ed., LEP, At-Risk, GT, etc.), parent portal, health and immunizations, student self serve (students enter course requests for following school year). A textbook inventory is available but not used in our district at this time.
According to the district PEIMS coordinator, the primary feature of the software is used to keep the district in compliance with state guidelines. This feature is critical to all districts in the state of Texas. In the event a district is audited, the auditor will evaluate the software to ensure the software will allow the district to create reports that the state uses for monitoring the data. The secondary feature is for ease on the end user to timely enter data, create reports, and accurately interpret the data. The SIS program maintains all of the student information. The program is a very important part of the district because the district utilizes the SIS for all of the student information that is submitted to the state. Without a great program our funding could be jeopardized. The district PEIMS coordinator says the SIS program meets all state requirements in regard to annual data file submissions for PEIMS (state of Texas data submissions at certain times of the school year), state testing precode files, TREX data transfer for enrollment and transcript data, among other uses.
The SIS software has very user-friendly procedures built in for creating the various data files required by the state as well as the reports required for monitoring the data. Audit logs are kept for attendance and other critical data. Some data is edited at time of entry to be certain it meets state requirements which significantly reduces number of errors found in data for cleanup prior to submitting to the state. The district SIS software does an excellent job of meeting Texas state reporting requirements. The software that is selected is based on state mandated areas. SIS files are compiled in the format that the state will accept. The software has checks and balances to ensure security and confidentiality of the data. The SIS program selected by the district is geared for TEXAS laws. The district SIS software is user friendly and offers ease of navigation. Enhancements for ease of use and navigation are made on a regular basis by the company. The end user is able to use the software with minimal training needed. When asked, most of the teachers and staff reply that the program is very user friendly. The software does not require duplicate data entry. Trust and collaboration are an important component of collecting and utilizing data in education. Tolley and Shulruf (2009) state, “Creating safe environments which foster open and honest collaboration among staff, schools and government education departments are essential if education is to become data-driven" (p. 1205).
The district SIS manager makes sure support staff is available by email, telephone, and a web ticket system to open new tickets, monitor existing open tickets, as well as look up closed tickets. The Technology Department offers a wide variety of support through email, telephone, and personal end user support. If the department personnel are not able to correct the problem, the staff member will have a technician create a ticket to the software vendor for support. The time frame of the vendor’s response depends on the severity of the problem. However, most problems are corrected very quickly. Anytime additional enhancements are made to the system, the software vendor is quick to respond to any issue that the district may have with the enhancements.
The school district’s users are adequately trained in the proper use of the software system through both the district and the vendor as necessary. Technology Department staff offer periodic hands-on training, as well as customized training for specific users. Online training videos are available for some program components. Users can submit a request for additional training at any time via email, phone, or the district online help desk system. The vendor also provides online training videos at no cost as well as additional hands-on training sessions via the web or on-site for a fee plus traveling expenses. Although employees in the Human Resources Department do not utilize the student side of the system, the system provides a component for employee records and data. All members of the Human Resources Department are adequately trained to use the system.
Public school districts in Texas are required to submit reports to the Texas Education Agency involving data from multiple functions of the districts. Much of the information submitted in the reports is used to satisfy requirements of the No Child Left Behind (NCLB) Act of 2001. Adequately yearly progress, for example is related to school achievements as measured by student success on standardized exams. Highly Qualified teacher status as defined by NCLB relates to the level of education, official teaching credentials, and demonstrated content knowledge of the district’s educators.
With a vast amount of data to coordinate from various district departments, districts rely heavily on student information systems (SIS). One way to achieve optimal advantage of resources is to utilize existing technology to maximum capability. According to Rebecca Sausner (2003), “Four key ideas continually surface when it comes to making the most of the SIS technology: leadership, communication, training and more training” (para. 15). Optimal usage of technology requires adequate training of end-users.
As reporting requirements and district enrollments increase, district leaders turn to technology departments for aide in collecting, accessing and analyzing student and staff information and data. Sausner (2003) wrote, “Suddenly, reports on adequate yearly progress, highly qualified teachers and other topics have focused the spotlight on SISs and the companies that make them” (para. 1). Technology departments evaluate a variety of SIS systems to ensure a system that will meet the needs of the district is selected. In reference to districts’ needs beyond attendance and scheduling, Sausner (2003) stated, “The leading technology vendors in the SIS market say customer demand has led to fervent work on state-specific reporting modules” (para. 4).
Tolley, H., & Shulruf, B. (2009). From Data to Knowledge: The interaction between data management systems in educational institutions and the delivery of quality education. Computers and Education, 59,
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.
EDLD 5362 Reflections
The evaluation and analysis of the school district’s Student Information System (SIS) completed for EDLD 5362 Information Systems Management provided me with exposure to details regarding costs including reoccurring and ongoing costs, features of the software, Texas-specific functionality, ease of use and reporting, customer support, and initial as well as ongoing software training. This assignment provided an opportunity for hands-on exploration with a real-world example of information technology (IT) core concepts and management, IT operations as they relate to information systems management, use of information systems in educational administration. Upon completing the assignment, students are able to identify and discuss information systems tools and applications used in educational environments. This assignment thoroughly illustrates Technology Facilitation and Leadership (TF/TL) Standard VII Procedures, Policies, Planning, and Budgeting for Technology Environments. Standard VII states: “Educational technology leaders coordinate development and direct implementation of technology infrastructure procedures, policies, plans, and budgets for PK-12 schools” (Williamson & Redish, p. 165).
According to the district Student Information System (SIS) manager, the SIS purchased by our district had an initial cost of $394,954. This amount includes software license, maintenance, support, conversion, training and implementation. The system costs the district $62,288 each year for years two (2) through five (5) for maintenance and updates. Training above and beyond normal training for enhancements to the product is at an additional cost. The reoccurring costs are not higher each year for the district support and software maintenance of existing licenses. However, an additional cost is necessary for additional software licenses (as a new school is opened a new license is needed) which is a normal start up cost.
The district SIS serves as a database for all student data for both state and local reporting including report cards, schedules, attendance, etc. The SIS also serves as source data for other software systems in the district such as Food Service, Transportation, Special Education, Library, Textbook, state and local assessments (ie. TAKS, local benchmark testing), etc. The idea that one program serves as source data for many departments in the district is impressive. The SIS has special features which are used for enrollment, grade reporting for report cards and progress reports, state reports, district/campus attendance, scheduling, discipline, transcripts, class rank, teacher gradebook, classroom attendance, Special Populations (ie. Sp. Ed., LEP, At-Risk, GT, etc.), parent portal, health and immunizations, student self serve (students enter course requests for following school year). A textbook inventory is available but not used in our district at this time.
According to the district PEIMS coordinator, the primary feature of the software is used to keep the district in compliance with state guidelines. This feature is critical to all districts in the state of Texas. In the event a district is audited, the auditor will evaluate the software to ensure the software will allow the district to create reports that the state uses for monitoring the data. The secondary feature is for ease on the end user to timely enter data, create reports, and accurately interpret the data. The SIS program maintains all of the student information. The program is a very important part of the district because the district utilizes the SIS for all of the student information that is submitted to the state. Without a great program our funding could be jeopardized. The district PEIMS coordinator says the SIS program meets all state requirements in regard to annual data file submissions for PEIMS (state of Texas data submissions at certain times of the school year), state testing precode files, TREX data transfer for enrollment and transcript data, among other uses.
The SIS software has very user-friendly procedures built in for creating the various data files required by the state as well as the reports required for monitoring the data. Audit logs are kept for attendance and other critical data. Some data is edited at time of entry to be certain it meets state requirements which significantly reduces number of errors found in data for cleanup prior to submitting to the state. The district SIS software does an excellent job of meeting Texas state reporting requirements. The software that is selected is based on state mandated areas. SIS files are compiled in the format that the state will accept. The software has checks and balances to ensure security and confidentiality of the data. The SIS program selected by the district is geared for TEXAS laws. The district SIS software is user friendly and offers ease of navigation. Enhancements for ease of use and navigation are made on a regular basis by the company. The end user is able to use the software with minimal training needed. When asked, most of the teachers and staff reply that the program is very user friendly. The software does not require duplicate data entry. Trust and collaboration are an important component of collecting and utilizing data in education. Tolley and Shulruf (2009) state, “Creating safe environments which foster open and honest collaboration among staff, schools and government education departments are essential if education is to become data-driven" (p. 1205).
The district SIS manager makes sure support staff is available by email, telephone, and a web ticket system to open new tickets, monitor existing open tickets, as well as look up closed tickets. The Technology Department offers a wide variety of support through email, telephone, and personal end user support. If the department personnel are not able to correct the problem, the staff member will have a technician create a ticket to the software vendor for support. The time frame of the vendor’s response depends on the severity of the problem. However, most problems are corrected very quickly. Anytime additional enhancements are made to the system, the software vendor is quick to respond to any issue that the district may have with the enhancements.
The school district’s users are adequately trained in the proper use of the software system through both the district and the vendor as necessary. Technology Department staff offer periodic hands-on training, as well as customized training for specific users. Online training videos are available for some program components. Users can submit a request for additional training at any time via email, phone, or the district online help desk system. The vendor also provides online training videos at no cost as well as additional hands-on training sessions via the web or on-site for a fee plus traveling expenses. Although employees in the Human Resources Department do not utilize the student side of the system, the system provides a component for employee records and data. All members of the Human Resources Department are adequately trained to use the system.
Public school districts in Texas are required to submit reports to the Texas Education Agency involving data from multiple functions of the districts. Much of the information submitted in the reports is used to satisfy requirements of the No Child Left Behind (NCLB) Act of 2001. Adequately yearly progress, for example is related to school achievements as measured by student success on standardized exams. Highly Qualified teacher status as defined by NCLB relates to the level of education, official teaching credentials, and demonstrated content knowledge of the district’s educators.
With a vast amount of data to coordinate from various district departments, districts rely heavily on student information systems (SIS). One way to achieve optimal advantage of resources is to utilize existing technology to maximum capability. According to Rebecca Sausner (2003), “Four key ideas continually surface when it comes to making the most of the SIS technology: leadership, communication, training and more training” (para. 15). Optimal usage of technology requires adequate training of end-users.
As reporting requirements and district enrollments increase, district leaders turn to technology departments for aide in collecting, accessing and analyzing student and staff information and data. Sausner (2003) wrote, “Suddenly, reports on adequate yearly progress, highly qualified teachers and other topics have focused the spotlight on SISs and the companies that make them” (para. 1). Technology departments evaluate a variety of SIS systems to ensure a system that will meet the needs of the district is selected. In reference to districts’ needs beyond attendance and scheduling, Sausner (2003) stated, “The leading technology vendors in the SIS market say customer demand has led to fervent work on state-specific reporting modules” (para. 4).
References
Sausner, R. (2003, November). Making paperwork fulfilling. District Administrator. Retrieved from: http://www.districtadministration.com/viewarticle.aspx?articleid=103
Tolley, H., & Shulruf, B. (2009). From Data to Knowledge: The interaction between data management systems in educational institutions and the delivery of quality education. Computers and Education, 59,
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.